Digital Badge #F

Many teachers are now engaging in educational networking (Maloy, 189). Educational networking is a social networking technology that teachers use to communicate about educational and professional purposes. What I like about this network is that teachers can use it for many purposes: group editing of projects and writing, exchanging educational research information (Maloy, 189). This website makes it easier for teachers to be able to work together and collaborate all of their ideas. Ning is an online service that I found in the book that’s good for teachers to use. This network allows people to create their own social network. What I liked about this was that you could make your network private. This is good for teachers because they are able to control their network and what goes on on it.

Collaborative learning environments involve students working together to solve academic problems. The role of the teacher is to support peer-to-peer interaction, social learning and technical use (Maloy, 204). I like the idea of having collaborative learning because it gives students the ability to work in teams, make hypothesis, mistakes, and hear other perspectives. Wikis is a good collaborative network for students to use, and it’s something that’s new to me. Wikis requires students to work as a group in order to create a page. I like this network because we get to work with each other and help one another put together a page. What’s also good about wikis is that were able to help revise our peers work. This collaborative learning website gives students the ability to understand how we can process knowledge and generate and revise it through group work. I would recommend wiki for classroom use of collaborative learning. The picture below is a group of students working together on a project.

Photo credit to UF InfoCommons on Flickr

Computer-mediated communication is an electronic communication used to exchange information. What I like about computer-mediated communication is that teachers are given a variety of ways to communicate inside and outside of the classroom. Communication technologies that teachers use to communicate are through email, teacher or classroom websites, blogs, and online discussions. Teachers could use e-mail to communicate among other teachers. Teacher or classroom websites could be used to inform families and students of their work. Blogs and online discussion could be used by teachers when sharing ideas or information about topics. I used canvas to create a design on blogging and emailing.

references: Maloy, R. W. (2014). Transforming learning with new technologies (2nd ed.). Boston: Pearson.

Digital Badge #E

Digital games for learning are computer and web-based games that are operated to teach students academically. I like the idea of teachers using digital games as a tool for learning because they help motivate and engage students more. Digital learning games are also good for students who aren’t interested in learning. The book mentions that digital games have the potential to improve students’ attitudes about learning even difficult subjects (Maloy, 171). A digital game that I was familiar with was freerice. I remember playing that game in our technology class and found it very interesting. I like this game because it asks questions about different subjects and for every correct answer ten grains of rice would be donated. It made me want to get every answer correct just for the donation. I think that this would be a good digital game to use to study for tests. I used flipquiz to show my own example of how digital learning games can be used.

Higher-order thinking and lower-order thinking are different forms of thinking that came from Bloom’s taxonomy; a system used for classifying thinking skills. Lower-order thinking focuses on memorizing and reproducing knowledge with little or no reflection of problem-solving (Maloy, 328). While higher-order thinking focuses on processing information and solving problems in ways that promote new meanings and understandings (Maloy, 327). An example that they used in the book for lower-order thinking was by having students memorize spelling words. To encourage the higher-order thinking the teacher would have students write a poem or create a dialogue for a skit using those spelling words (163). I like the idea of these two concepts because they push students to think more. I also think that starting with lower-order thinking, and progressing to higher-order thinking benefits those students who have a hard time learning. I used storybird to create an example story of what a student might do using higher-order thinking with their spelling words.

references:  Maloy, R. W. (2014). Transforming learning with new technologies (2nd ed.). Boston: Pearson.

Digital Badge #D

Search engines are computer programs that locate webpages that are linked to its database (Maloy, 329). What is so interesting about a search engine is its speed and how fast it can receive so many different webpages. People are all over the internet using search engines to locate information.  Google is the most popular search engine, but what I liked is that teachers and students can benefit from the search tools. They are able to go on search sites that are more academic than going on a regular search engine. Table 5.1 in the book lists different search researches that teachers can use. One that I was interested in was Artcyclopedia; work of arts and famous artist from history and the present (Maloy, 105). I liked the fact that teachers are given these specialized search engines because it makes it easier to focus more on the academic side.

                E-books are books that are digitally read on devices called e-reader. Anyone who has an e-reader can download magazines, newspapers, and any other printed materials (Maloy, 102). The Barnes and Noble Nook is a popular e-reader, and instead of going to buy paperbacks you can download them digitally to your nook. I like the idea of e-books because they are both effective in school and at home. Now they’ve started to make e-books for colleges. I thought that was a good idea because a lot of students are taking more than one course, and using more than one textbook. It makes it easier for us to hold on to our readings, than having to carry multiple textbooks. I created a map showing the different e-readers that we have and reading apps that are available for tablets and smart phones.

                Electronic-note taking is when you take notes using computer technologies or apps. I think that electronic-note taking is way more effective and easier than hand-written note taking. I came across Evernote, a web-based program used to access your materials from any device. I liked this website because you’re able to look up any of your saved notes on any device you use. I also found it helpful for students who are working with multiple materials. They are able to use Evernote to store all of their materials and go back to them later.  OneNote was a cool one that I was interested in. it’s a commercial software program and app for mac and PC computers (Maloy, 106). With OneNote you can use word document to take notes and also record lectures. As you take notes, you can record what the teacher says. I found that helpful because while you’re taking notes you could have forgotten what was said. Using OneNote you’re able to go back and listen to your recordings. 



References:

 Maloy, R. W. (2014). Transforming learning with new technologies (2nd ed.). Boston: Pearson.

Digital Badge #C

Active learning requires students to work, both mentally and physically in order to understand the task at hand. With this learning, students are more engaged when doing things, instead of just sitting and listening to a teacher all day. The example they used in the book was of how the students did shadow tracings to find out how the sun and earth moves. I thought that that was a good active learning lesson plan because the students were engaged, working mentally and physically. I think that active learning teaches students that they can expand their ways of learning through more complex ways than the traditional. The photo below is showing how students are working mentally and physically.

photo credit to The Kilens on Flickr

Any feedback is good feedback because it’s letting someone know how they are doing in a particular setting. In education, feedback is when the teacher and student communicates among tasks. The feedback teachers give lets the students know if they are in the right direction or off track (54). It also encourages the students to learn from their mistakes. I like feedback because I feel it does helps students. They are able to know what’s going on and what needs fixing. Students can gain confidence by knowing that they can make a mistake and be able to fix it. The book lists ways that teachers could use feedback in technology, such as through email, online discussions groups, and blogs (54). I connected with that because we do all of these and they are helpful with feedback.  It’s great for students to know that they can be wrong.
There are four teaching methods that teachers use to actively engage students in learning. The two that interested me were learning groups and inquiry learning. With learning groups, the students are engaged in working out problems together in ways that produce high-quality explanation and performances among peers (52). I liked doing the learning groups because the students get involve with one another and work as one. This teaches students communication skills and how to cooperate with others. In inquiry learning, the students get engaged in projects that require them to do authentic and active work by investigating relevant questions in a subject field (52). This kind of learning helps students to think critically and use information in different ways, such as through researching hypotheses, collecting data, formulating conclusions, and presenting their findings in oral or written formats (52). I think that inquiry learning can help students to increase problem solving skills and use their critical thinking skills more. The photo below shows a group of students working together in learning groups. 

photo credit to theunqietlibrary on Flickr

references:

active learning. (n.d.). Flickr. Retrieved September 11, 2014, from          http://www.flickr.com/photos/tags/photo/

learning groups. (n.d.). Flickr. Retrieved September 11, 2014, from http://flickr.com/photos/tags/

Maloy, R. W. (2014). Transforming learning with new technologies (2nd ed.). Boston: Pearson.

           

                  

Digital Badge #B

                I came across the concept teacher-centered teaching. It’s an instructional method that teachers use to organize instruction based on their decided goals and objectives (330). These teachers focus more on one side of the philosophy continuum, more like the traditional way of teaching. Their roles are being the explainer, and not the facilitator. I don’t think that there should be any teacher- centered teaching in the classroom because I don’t think that the students are learning in a way that is fun. Teacher- based learning goes by test scores and other assessments to see if an individual has learned or not. The goal is to want the students to learn, but it shouldn’t be based on the teacher’s decision, but on what the students are interested in. Being tested doesn’t give students the ability to think critically or be creative.

                That is when I read about student-centered learning. It’s a learning method that organizes academic instruction around students’ interest and learning progress (329). They believe that the role of the teacher is to create puzzles, asks questions, and engage in conversation with students (36). I agree with this type of learning because I feel that the teachers are focused more on the students, instead of just getting the job done. I think that teachers being involved gives the students’ a feeling of security. Asking questions is also good because it lets the teacher know who understands and who doesn’t. Student-centered learning doesn’t use test scores as a way of who is learning. Instead, they use projects or other classroom assignments. I liked this because students do get to think differently, and have with it. They are also letting the facilitator know if they are or are not learning.

Computers and other digital devices help enhance the work of teachers in instructional practices. Instructional practices is when the teacher interacts with the students directly. Technology enhancements can help with using the web for class discussion, computers for presentations, or using different technology devices for in-class assignments or activities (30). I liked the fact that technology can be supportive of these instructional practices. Students are able to use e-mail for feedback, and teachers can create blogs or websites showing notes from class (30). 

references: Maloy, R. W. (2014). Transforming learning with new technologies (2nd ed.). Boston: Pearson.

Digital Badge #B - Chapter 2

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photo credit to andy castro on Flickr

A technology-based learning environment gives students the ability to do classwork beyond class. Teachers can also be more involved with their students and be able to help them outside of school. This learning environment is very useful and nothing like the past. I remember having to turn in assignments by hand in high school. Now, we’re able to submit online assignments. Before, if we needed help with something we would have to either figure it out or wait for the next class. Using technology based learning; students can look up online tutors on wiki, or a class website. I agree that technology based learning makes learning more fun, especially for students who are interested.

A technology-based learning tool is a learning tool that teachers have the option to use. Using this tool, teachers are able to individualize their instruction for students in need of it, and do less whole group instruction. I found this tool helpful because it meets the students’ needs individually. Not every student learns the same and the technology based learning tool helps them learn in a way that helps them. I also found it helpful because it gives students the tools that they need to better understand their work.  For those of us who are virtual learners, technology based teaching tool would be a lot of help. For example, I like to go online and work on my math more instead of listening to the professor because I understand more of what I see as to of what I hear. I’m given the opportunity to learn the content and feel confident about it.

Technological pedagogical content knowledge (TPACK) is when teachers combine three forms of knowledge together to make learning more exciting and interesting for students. The book calls it ‘teaching 21st century skills with 21^st century technology tools’. I think that this I a good invention because not only are teachers using one way to teach, but their combining and using all three. It’s helpful to the students because they still have those different needs. It’s about meeting those needs and when using TPACK teachers are able to do so.

I feel that the three technologies I chose are helpful to students and teachers. Not only does it make teaching and learning easier, but I think it makes students want to learn and go to school even more. 

references: Maloy, R. W. (2014). Transforming learning with new technologies (2nd ed.). Boston: Pearson.